We know that movement is a very important part of signing. Choose one word that you have NOT learned how to sign so far. “Design” the sign so that it uses some kind of movement and then describe the movements that are involved in making that sign from start to finish. Make sure to use the types of words that describe movements in the unit: side-to-side, up-and-down, circles, touch, stroke, twist, flex, wiggle, separate, etc. [Note: it is okay for the sign you “design” to be different than the actual sign for that word.] One of the things that ASL speakers need to be cognizant of is repetitive stress, or injuries that can arise from repeated movements (like getting sore thumbs from texting!). Think about some of the signs you know already. What are three signs that you think could give you repetitive stress? For each sign, describe where you might feel the strain in your body (which fingers, the wrist, etc.) and then list one stretch or counter-movement you could do to combat the repetitive stress for each sign. Make sure to explain why the specific stretches or counter-movements you chose would help with those specific types of repetitive stress.
There are five components of every sign that are mentioned in the unit. Pick one sign that you have learned so far and describe all of the components of that sign. Be as detailed as possible!
So far, you have learned how to sign quite a few words in ASL and some of those signs are actually what we call “cognates” to words in English; they are words whose signs are easily understandable because their signs are almost as if you were playing the game charades and acting out the word. Those words are “true cognates.” But there can also be “false cognates,” or ASL signs that look like they mean one thing in English but actually mean something else! Think of the words you have learned in ASL so far. What are two true cognates to English? What are two false cognates to English? [HINT: If you need help coming up with false cognates, simply look at two ASL signs of your choice and see what it looks like they mean. Once you have decided what it looks like they mean, remind yourself of what they actually mean in English. If what they actually mean and what they look like they mean are not the same thing, then they are a false cognate in English with the word that it looks like they mean.] Explain each of your choices.
Sign language is based completely on sight—the ability to see the signs that someone is producing. But what about those who are Deaf and also have limited or no sight, like Helen Keller? Do 5-10 minutes of quick research to find out what kind of tactics are available for those who are deaf and have limited sight (but are not fully blind). How can their interpreter make sure that their signs are easier to see and understand? Do any of these tactics surprise you?